Edsall, Dominic G;
Head, Ellen;
Hayasaki, Aya;
(2023)
Towards Complexity in Challenging Learner Autonomy Research Conventions: A Wider View on Learner Development.
The Learner Development Journal
, 7
pp. 157-179.
10.37546/jaltsig.ldj7-9.
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Abstract
Learner autonomy is a complex concept that can be viewed from the perspective of human agency and identity within a continually changing, multilingual ecology. In this article, I address three of the conventions of learner autonomy that have solidified in the research literature highlighting how these conventions are challenged by the research in Learner Development Journal 7. I also address some of the challenges created by the trend towards complex dynamics systems theory in learner autonomy research. Adopting a complexity perspective (Cameron & Larsen-Freeman, 2007) with critical realism (Bhaskar, 2016) as a meta-theoretical framework, I argue that practitioner research should continue to deepen our understanding of learner autonomy and change by flexibly combining perspectives together.
| Type: | Article |
|---|---|
| Title: | Towards Complexity in Challenging Learner Autonomy Research Conventions: A Wider View on Learner Development |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.37546/jaltsig.ldj7-9 |
| Publisher version: | http://dx.doi.org/10.37546/jaltsig.ldj7-9 |
| Language: | English |
| Additional information: | © The Authors 2024. Original content in this paper is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). |
| Keywords: | earner autonomy, agency, complexity, practitioner research, critical realism |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10191207 |
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